INTRODUCTION: Vital aim of any educational system is to initiate desired behavioral changes among the students and also to sustain such behavior throughout their life. However, educational institutions are not the lone agency of bringing out of such desired behavior, as person's intelligence as well as study habits also plays an important role in such endeavors. This could be accomplished only when readiness of learner and congenial environment work in coordination to develop and sustain such behavior in tune with the social contexts. Generally, the quality of education is estimated in terms of achieving learning outcomes, which is, academic achievement. Agarwal Mamta, Jain,V.K and Chandrashekher,K.,(2004) reports that physical facilities, regular evaluation practices, teacher's positive attitude and high expectations from students, congenial institution climate and good leadership had positive effect on learning of students. Agarwal Mamta, Jain,V.K and Chandrashekher, K., (2004) collaborate that student's reading habits and hours spent in studies turned out to be important variables which affected learning. This is also con�rmed by Tiwari, G.N (1982). He observed that Study habits scores positively and signi�cantly correlated with annual examination marks. Sen, Bharat Kalpana (1992) also observed that Study habits scores positively and signi�cantly are correlated with annual marks. Emotional Intelligence is one of the potential factors of individual that in�uence all round development of a student. The rapid development of the era is challenging the adolescents to face the wave of globalization. Thus, the ability to control the emotions has become important for not carried away by the �ow of negative and evil elements. A high emotional intelligence helps to maintain a state of harmony in oneself and �nally be more self-con�dent in dealing with the challenges of living and learning in educational institutions. Emotional Intelligence is a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands and pressures (Bar-On, 2006). It is that part of the human spirit which motivates us to perform, which gives us energy to demonstrate behaviors such as intentionality, persistence, creativity, impulse control, social deftness, compassion, intuition and integrity (Kapp, 2002). Lam and Kirby (2002) are of the opinion that emotional intelligence involves perceiving, understanding, and regulating emotions. High emotional intelligence can contribute to a student in the learning process (Goleman, 1996; Elias, Ubriaco, Reese et.al., 1992, Svetlana, 2007). Students who are low on emotional intelligence may �nd failure more difficult to dealt with, which undermines their academic motivation (Drago, 2004). The researcher examined the emotional intelligence (EI) and Study Habits (SH) of physically challenged and normal secondary students. Objectives of the study: The following were the major objectives of the study: Ÿ To study the signi�cant difference of Emotional Intelligence and Study Habits of physically challenged and normal secondary school students. Ÿ To study the relationship of Emotional Intelligence with Study Habits of physically challenged and normal secondary school students. Hypothesis of the study: The following were the major hypothesis of the study: Ÿ There is no signi�cant difference of Emotional Intelligence between physically challenged and normal secondary school students. Ÿ There is no signi�cant difference of Study Habits between physically challenged and normal secondary school students. Ÿ There is no signi�cant relationship of Emotional Intelligence with Study Habits of physically challenged students. Ÿ There is no signi�cant relationship of Emotional Intelligence with Study Habits of normal secondary school students. METHOD OF RESEARCH: Descriptive survey was conducted in Bhopal District colleges of Madhya Pradesh State. In order to test the hypothesis, the investigation is planned and carried out in three phases. In �rst phase the researcher reviewed the related literature and previous research studies. In order to measure Emotional Intelligence and Study habits the tools developed by the S.K Mangal and Shubra Mangal and Patel, B.V have been selected respectively. In the second phase researcher has collected data by administrating the tools on a sample of 200 secondary school students (100 physically challenged and normal secondary school students) drawn from Bhopal district of Madhya Pradesh state. In the third phase, the collected data are analyzed by using appropriate statistical techniques. Reporting the results of the study is also carried out in this phase. Sample was selected through purposive and random sampling method. Purposive for physically challenged students and random sampling technique used for normal secondary school students ANALYSIS AND INTERPRETATION OF DATA Table No. 1 signi�cant difference of Emotional Intelligence between physically challenged and Normal secondary school students. The value of 't' is found to be not signi�cant and the hypothesis is accepted. Thus, it is concluded that there is no signi�cant difference of emotional intelligence between physically challenged and normal secondary school students. This indicates that there is no difference in their emotional intelligence of both categories of students. This shows that, emotional intelligence of secondary students of normal category and physically challenged students are of same type. It indicates the students who's physical or mental condition signi�cantly limits their motors, sensory organs or cognitive abilities doesn't affect the obtained scores in emotional intelligence test. It is clear that, environment of school and home are similar for the emotional growth of children whether they are normal students or differently able children. Table No. 2 showing signi�cant difference of Study Habits between physically challenged and normal secondary school students. A STUDY OF EMOTIONAL INTELLIGENCE AND STUDY HABITS OF PHYSICALLY CHALLENGED AND NORMAL SECONDARY SCHOOL STUDENTS. Original Research Paper Kusum Bhadouriya Research Scholar, Barkatullah University, Bhopal. X 35GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS Education KEYWORDS : Category Mean SD N Df 't' Sig. Physically challenged 59.84 7.2 100 198 1.47 NS Normal Students 61.26 6.5 100 Category Mean SD N Df 't' Sig. Physically challenged 168.84 16.8 100 198 3.49 Sig. Normal Students 161.18 14.2 100 VOLUME-7, ISSUE-12, DECEMBER-2018 • PRINT ISSN No 2277 - 8160 36 X GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS The value of 't' is found to be signi�cant and the hypothesis is not accepted. Thus, it is concluded that there is signi�cant difference of study habits between physically challenged and normal secondary school students. This indicates that there is difference in their study habits. This shows that study habits of physically challenged students are better than the study habits of normal secondary school students. The value of 't' is found to be signi�cant hence the hypothesis is not accepted. Thus, it is concluded that there is signi�cant difference of study habits between physically challenged and normal secondary school students. Table No. 3 Showing relationship between emotional intelligence with study habits of physically challenged secondary students. From Table No.3 it is clear that, the coefficient of correlation obtained between Emotional Intelligence with Study Habits of physically challenged students is 0.72. Hence hypothesis third is rejected. It means positive signi�cant relationship found between the Emotional Intelligence with Study Habits of physically challenged students. It indicates that the Study Habits of physically challenged students is in�uenced by the Emotional Intelligence . It can be say that those students have better Emotional Intelligence they possess good study habits also. The 4th,hypothesis of study states that there is no signi�cant relationship of Emotional Intelligence and study habits of normal secondary school students. This hypothesis is veri�ed by t test and presented in table no 4. Table No. 4 Showing relationship between emotional intelligence with study habits of normal secondary students. From Table No.4 it is clear that, the coefficient of correlation obtained between Emotional Intelligence with Study Habits of normal secondary students is 0.68. Hence hypothesis third is rejected. It means positive signi�cant relationship found between the Emotional Intelligence with Study Habits of normal secondary students. It indicates that the Study Habits of normal secondary students is in�uenced by the Emotional Intelligence . It can be say that those students have better Emotional Intelligence they possess good study habits also. Findings, Conclusion and Suggestions: Ÿ There is no signi�cant difference of Emotional Intelligence between physically challenged and normal secondary school students. Ÿ There is signi�cant difference of Study Habits between physically challenged and normal secondary school students. Ÿ There is signi�cant relationship of Emotional Intelligence with Study Habits of physically challenged students. Ÿ There is signi�cant relationship of Emotional Intelligence with Study Habits of normal secondary school students.. CONCLUSION: The conclusions on the basis of �ndings of the study are there is positive signi�cant relationship found between emotional intelligence with study habits among physically challenged as well as in normal category secondary school students. Emotional intelligence is an important factor which can play important role in determining the good study habits i.e. planning, time management and concentration. Similarly those students are able to deal intelligently where emotions have the last laugh; they can adopt better strategies to adopt good study habits. Those student’s have the ability to monitor one’s own and others feelings and emotions to discriminate among them and to use this information to guide one’s thinking, they have an ability to achieve better marks in their exams. Similarly the systematic ways of studying also affects the achievement of students in subjects. This study also concludes that study habits, is positively correlated to emotional intelligence. If classroom teachers, teach students good study habits and self management’s skills together with appropriate strategies and planning, de�nitely they will move towards the right direction for achieving the real goal of education. REFERENCES 1. Alon and Higgins (2005) Global Leadership Success through Emotional and Cultural Intelligences”, Business Horizons, Vol 48 (6), pp 501-512. 2. Aurora, Saroj Singh and Anju. (1997). The back ground of mothering in high caste families. Indian Journal of Psychometry & Education, Vol. 28(2) 119-123. 3. Bal Subramanian & et al(2008) The Role of Emotional Intelligence in Organisational Leadership, Sixth AIMS International Conference on Management. 4. Clark. (1937). Habits. Encyclopedia of Religion and Ethics. 5. Gole & Hall. (2003). Psychology of adolescence Pg. No. 523-643. 6. Goleman &etal 1996 http://en.wikipedia.org/wiki/emotional intelligence 7. Mangal, S.K . (2007). Essentials of Educational Psychology, Printice – Hall of India, New Delhi. 90-111. 8. Patel, B.V. (1980). Manual of Study habits inventory, APRC, Agra 9. Patel, G.N. (1979). A Study of Anxiety among Secondary School Students of Sabarkantha district of Gujrat. Third survey of Educational Research, Vol-I 10. Patel, M.R. (1996). Study habits of pupils and its impact upon their academic achievement. The Progress of Education, Vol.XXI (4), 74-76. 11. Varshney, S.R. (2007). The effect of Parental Encouragement on emotional intelligence of adolescent.Psycholingua 37 (2) 152-53. S.No Variable N Df 'r' 1. Emotional intelligence 100 98 0.72 2. Study Habits 100 S.No Variable N Df 'r' 1. Emotional intelligence 100 98 0.68 2. Study Habits 100 VOLUME-7, ISSUE-12, DECEMBER-2018 • PRINT ISSN No 2277 - 8160